FOSSweb Teacher videos

Magnetism and Electricity

• Magnetism and Electricity is a 3rd and 4th grade kit designed to introduce/reinforce physical science concepts.
  • Topics include magnetism, electric circuits (series and parallel), and electromagnetism.
• In general, this kit can be divided into five parts:
  • The Force - Students use permanent magnets to discover that only iron sticks to magnets, investigate variables that influence the force of attraction between two magnets, and look for ways to detect a magnet.
  • Making Connections - Current electricity and circuits are investigated as are conductors and insulators.
  • Advanced Connections - Series and parallel circuits are investigated.
  • Current Attractions - Electricity is used to make an electromagnet, and students study variables that affect the strength of their electromagnet.
  • Click It - Using all the concepts introduced, students construct a telegraph system and use it to send and receive messages.
• One weakness of this kit is that it doesn't very well demonstrate the link between
• Additional materials not provided by the kit : none

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Possible Lesson Plan

• Kits tend to have more lessons than we have time to get through. Some lessons can be combined with others, or omitted entirely. Here is where we can suggest the 10 or so lessons for fellows to get through.
  • Day 1: Investigation 1.1 and 1.2
  • Day 2: Investigation 1.3
  • Day 3: Investigation 1.4
  • Day 4: Investigation 2.1
  • Day 5: Investigation 2.2
  • Day 6: Investigation 2.3
  • (Omit Investigation 2.4)
  • Day 7: Investigation 3.1
  • Day 8: Investigation 3.2

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General Notes

• Be sure students know not to test the magnets on TV/computer screens or any other electronic device! Though this will have no effect on many electronics, it can completely destroy others.
• Keeping the magnets quite (for classes with iron desks).
  • If the method of getting the students attention does not immobilize their hands, you can ask them to put their magnets on the sides of their desks. Though this will not stop all students from playing with the magnets, it works for a large portion of the class. Since the students really like their magnets, loosing them will not be a problem.
• Towards the end of the two weeks, the batteries will be about, if not fully, expended. Keep an eye on them and be ready with extras if needed.

Restocking Notes

• Please keep cut pieces of wire. These are standard for the lessons and can be reused.
• Boxes that are in reasonable shape can be reused as well. ----

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Investigations

Investigation 1: The Force

Investigation 1.1: Investigating Magnets and Materials

Typical Duration: 30-45 minutes

• Overview: Students discover that only iron sticks to magnets and what happens when two or more magnets are brought together.
  • Students describe and draw an object (a magnet) without seeing it.
  • Students receive a single magnet and figure out what it can do.
  • Students test a specific set of items to see whether or not they stick to a magnets.
  • Students explore attraction and repulsion of magnets, and are introduced to the concept of "force".
• Advice
  • This lesson can be shortened and combined with Investigation 1.2. Often the students will figure out the two main concepts for Investigation 1.2 when they're first exploring the magnets anyway. Omit the "magnet in a bag" activity and it'll be just about right.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 1.2: Investigating More Magnetic Properties

Typical Duration: 30-45 minutes

• Overview: Students learn that:
  • Iron that comes into contact with a magnet temporarily becomes magnetic (induced magnetism),
  • The magnetic force can act through materials.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before you teach the lesson, along with any hints for their preparation.
• Advice
  • If both of these concepts are learned in Investigation 1.1, Inv. 1.2 can be skipped.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 1.3: Breaking the Force

Typical Duration: 50 minutes (in 1 or 2 sessions)

• Overview: Students learn that the ability of a magnet to attract iron decreases, in a very specific way, as the two objects move farther apart.
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • Cut the sheets of adhesive dots into strips of at least six dots each. That way you can give each person one strip of dots.
  • You will need extra adhesive dots for graphing if you are doing this kit with more than 2 classes. You could have the students make the dots with a pencil, but since most of them seem to not have graphed before, the stickers are nice.
• Advice
  • Decide before hand if you are going to have the students plot their own data, the class average, or data that you write down as you guide them through this lesson (likely to be the class average).
  • Graphing:
    • Wait until they've designed their experimental setup before passing out the graphing worksheets and beginning collecting data.
    • Walk the students through how to set up their graph. If they are unfamiliar with graphing, show them how to label their axes, mark the units, and plot their first point.
    • Be sure they begin their axis numbering at zero for both the x and y axes. With six spacers, it only takes 3 or 4 washers to break the force.
    • I like to do the graphing in a separate lesson. It takes a while for students who are not familiar with graphs to grasp the concept, and there are no fun distracting magnets to play with.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 1.4: Detecting the Force of Magnetism

Typical Duration: 30-40 minutes

• Overview: Students use various objects to find magnets hidden inside a mystery box.
  • Each group prepares a mystery box by taping two magnets inside.
  • The students swap boxes, and use the following items to search for the location of the magnets.
    • Test objects from Investigation 1.1
    • A compass
    • A plate of iron filings
• Preparation
  • Prepare one mystery box as a demo.
  • Prepare the plates of iron filings:
    • Put about 1/4 teaspoon of filings on a paper plate
    • Put the plate inside a ziplock bag to prevent spills (Note: be sure to put the bag label-side-down so the students can see the iron filings.
• Advice
  • Some students will try to trick their partners by placing the magnets very close together. This includes having the magnets physically touching each other, have the magnets on opposite sides of the thinnest part of the box, and close together in the corners. How you treat this is up to the teacher and fellow, but some students may become so focused on what they think is "cheating" that they drift off from the lesson.
• Demo ideas
• Media Clips and Links
• Extensions (Based on the STC "Magnets and Motors" kit):
  • Using a compass to detect the earth's magnetic field
    • Make a compass out of two magnets, a straw, a pin, and a cup.
    • Show how the Earth has a magnetic field, due to the large amount of iron and nickel in its core.
      • The Magnetic North Pole is different from True North Pole (the axis on which the Earth spins). (map)
      • When iron-rich rocks (like hematite) form, they are magnetized along the earth's magnetic field.
      • The Earth's magnetic field sometimes flips, so that the "north" magnetic pole is in the south, and the "south" magnetic pole is in the north. This results in stripes of rock with alternating magnetism.
  • Use another magnet to make your compass spin like a motor
    • This shows the link between magnets and motors
  • Another extension to show the link between magnetism and electricity

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Investigation 2: Making Connections

Investigation 2.1: Lighting a Bulb

Typical Duration: 40 minutes

• Overview: Students learn how to make a simple circuit that will light a small bulb.
  • Students use a D-cell battery, two wires, and a light bulb.
  • Students learn the components of a circuit:
    • Source (battery)
    • Receiver (lightbulb)
  • If time allows, students use the cell holder, circuit base, etc. to make building circuits easier.
• Preparation
  • Test the batteries to make sure they still have a charge.
  • Test the light bulbs to make sure the filaments aren't broken.
  • Cut 32 short (6-inch) wires and strip the ends (this may have already been done for you).
• SAFETY:
  • The amount of electricity generated by a D-cell battery is not enough to shock you. However, the amount of electricity in a wall socket CAN cause injury or death. Be sure that any electricity explorations are not carried out with a wall socket, or any source of electricity other than household batteries.
  • If a short circuit is formed (connecting the two ends of the D-cell without any receiver), the D-cells will get hot. Some students may do this on accident, while some may do it on purpose.
• Advice
  • Some students will be able to light the bulb faster than others. For those who succeed early, ask them to find new ways to light the bulb.
  • Bulb and Battery Schematics on the board: Draw these connections, and ask the students if it will make the bulb light:
    • -- Terminal --> wire --> Bulb bottom ; Bulb side --> wire --> + Terminal (works)
    • -- Terminal --> wire --> Bulb bottom ; Bulb side --> wire --> (not connected) (doesn't work)
    • + Terminal --> wire --> Bulb bottom ; Bulb side --> wire --> -- Terminal (works)
    • + Terminal --> wire --> Bulb side ; Bulb bottom --> wire --> -- Terminal (works)
    • + Terminal --> wire --> Bulb side ; Bulb side --> wire --> -- Terminal (doesn't work)
    • + Terminal --> wire --> Bulb side ; Bulb bottom --> wire --> + Terminal (doesn't work)
  • If the students disagree about any of these, give them a minute to try it themselves.
    • Note: When connecting wires to the lightbulb, it is easy for students to accidentally make connections that they don't realize. It is especially difficult for them to connect two wires to the bottom of the bulb (doesn't work) without one touching the side (works).
  • Circuits are not always shaped like a circle. Remind students that the shape doesn't matter, as long as a complete path is created.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 2.2: Making a Motor Run

Typical Duration: 30-40 minutes

• Overview: Students use their knowledge of circuits to power a small electric motor.
  • If students have not yet learned how to use the cell holders, etc., begin with that, just trying to light the bulb.
    • Before moving on, collect the two yellow wires from each group. If they have these, it is common for them to make a parallel circuit once they attach the switch.
  • OPEN/CLOSED refers to the pathway of the circuit. Remember... an OPEN circuit DOES NOT have elecricity flowing through it. A CLOSED circuit DOES have electric current (bulb lights, motor turns, etc.).
• Preparation
  • Place a "flag" of masking tape on the shaft of each motor (can be done by the students)
  • Put the bulbs in the holders (can be done by the students)
• Advice
  • Don't give the students more materials than they need. Often having too many materials makes it too complicated to figure out how to wire things. For example, when the students are inserting the switch they will need one (and only one) extra wire. Often if they have two extra wires, they will set up the switch on a parallel circuit. In this case, the motor will turn when the switch is open. In fact, closing the switch will cause a short circuit (basically just an alternate pathway for the electricity to flow) and the motor will slow down or completely stop turning. Thus, the switch will work in the exact opposite way that it is supposed to.
• Demo ideas
• Media Clips and Links
• Extensions
  • Add a plastic straw to the motor to make a propellor.
  • Make a walking robot out of a 2 liter bottle.

Investigation 2.3: Finding Insulators and Conductors

Typical Duration: 45 minutes

• Overview: Students identify which materials conduct electricity and which do not.
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • As a class, make a 2x2 table of materials. Label the columns "conductors" and "insulators", and label the rows "Attracts to Magnet" and "Doesn't Attract". Give the students magnets to re-test the materials, and place them in the appropriate cell on the table. Students will learn that some things conduct but don't attract, and some things attract but don't conduct. Often the students are surprised by this... discuss which things surprised them.

Investigation 2.4: Investigating Mystery Circuits

Typical Duration: 30-40 minutes

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

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Investigation 3: Advanced Connections

Investigation 3.1: Building Series Circuits

Typical Duration: 30-40 minutes

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 3.2: Building Parallel Circuits

Typical Duration: 50-60 minutes (in 1 or 2 sessions)

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 3.3: Solving the String-of-Lights Problem

Typical Duration: 30-40 minutes (in 1 or 2 sessions)

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

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Investigation 4: Current Attractions

Investigation 4.1: Building an Electromagnet

Typical Duration: 30-40 minutes

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 4.2: Changing Number of Winds

Typical Duration: 50 minutes (in 1 or 2 sessions)

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 4.3: Investigating More Electromagnets

Typical Duration: 50 minutes (in 1 or 2 sessions)

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

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Investigation 5: Click It

Investigation 5.1: Reinventing the Telegraph

Typical Duration: 30-40 minutes

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 5.2: Sending Messages Long-Distance

Typical Duration: 1 or 2 sessions of 30-40 minutes

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Investigation 5.3: Choosing Your Own Investigation

Typical Duration: 4-6 sessions

• Overview: What is the main point of the lesson? (one sentence)
  • Points of Interest: A brief, bulleted outline of the contents of the lesson.
• Preparation
  • A quick, bulleted list of the things you will have to have prepared before yo u teach the lesson, along with any hints for their preparation.
• Advice
  • Tips from fellows on how to best execute the lesson.
• Demo ideas
• Media Clips and Links
• Extensions
  • Other useful additions to this lesson.

Links

Magnetism and Electricity toolkit– Created by WA State LASER program. Includes concepts; kit set up and management, teacher tips, literacy tips.